About us


As the genesis of chiropractic and the major development of the profession occurred in the United States of America, chiropractic education was nurtured and developed in the US throughout the 20th century.  Emulating that success in recent decades, chiropractors in other regions of the world have promoted this model for chiropractic education in their countries.  As a natural consequence of these educational efforts and the establishment of effective accreditation practices, the US Council on Chiropractic Education has been joined by CCEs in Australia, Canada and Europe in efforts to assure excellence in chiropractic education and quality in the profession through accreditation.  The success of this work has become evident in the solid development of chiropractic education in their respective regions/countries.

There are many different educational systems in the world. For example, in Europe it is common to enter professional programs from high school while in North America an undergraduate degree is frequently a requirement.  Chiropractors wish to be able to be mobile – to travel to practice in other countries and to have their credentials recognised.  It was necessary to develop a standard of equivalency which could be applied to the educational programs which recognised that differing cultural, social/traditional, governmental and regulatory factors influence the way in which education develops. As a result the four established CCEs have founded and developed the Councils on Chiropractic Education International (CCEI) which has developed standards of equivalency for chiropractic educational programs.

Chiropractic education has continued to expand outside of the areas covered by the current CCEs. CCEI, therefore, is also available to assist with the development of similar quality assurance mechanisms in these areas.


In the quest for quality assurance, CCEI:

  • provides information and assistance to educators, professionals and governments in areas where quality assurance activities and recognition are needed;
  • guides and supports the creation and development of additional accrediting bodies that can assure educational quality in their countries/regions;
  • recognizes and further supports credible accrediting agencies that are developed according to the well-accepted and established CCEI model.


Beyond the overarching benefits from this primary CCEI agenda, students, educational programs, regulatory bodies and testing entities experience important benefits from the work of CCEI. Due to the sound basis provided by the CCEI International Chiropractic Accreditation Standards and the related CCEI Statement on Equivalence, they are aided in:

  • admission of international students and transfer from one program to another;
  • international portability of degrees/academic credentials;
  • acceptance and examination for licensure/credentialing in various jurisdictions;
  • preparation and verification of readiness for standardized professional testing.


Even though CCEI has enjoyed successful beginnings, this organization realizes that many challenges have yet to be identified and overcome. CCEI will continue to refine itself and its agenda to best serve the profession, governments and the general public. This particularly is the case in service to those who depend on assurance of quality in order to receive the best possible education in chiropractic and those who strive to make excellent decisions regarding regulation, licensure and testing.

We invite you and your organization to review the CCEI organizational materials and to strongly consider making a sustaining grant for our work. Of course, CCEI will be pleased to provide more information as might be needed.